Journal articles on the topic 'American School of Home Economics'

AbstractThe American Protestant Syria Mission, founded in 1821 in Lebanon, targeted young women and girls, the mothers and wives of the future, as crucial to its aims to spread the Gospel. The Mission thus founded numerous schools for girls. One institution which played a significant role in female education was the Sidon Girls' School, founded in 1862. In the 1920s the Mission initiated a self-described “revolutionary” plan for the school by instituting a home economics program, which put the school on the map of the educational landscape in the Middle East. This article deals with the legacy of the home economics program at Sidon Girls' School, raising broader issues about American-style education imported to the Middle East. Missionaries enthused about the “progressive,” modern training they offered in their schools, seemingly ignorant of the existence of home economics training already offered by indigenous government and private schools. The article investigates how the “new” education in home economics offered in Sidon reflected trends in, and attempted to transfer concepts adapted from, American female education, exploring how and why the missionary message was lost in translation; and how women graduates subverted it. L'American Protestant Syria Mission, fondée en 1821 au Liban, considérait les filles et jeunes femmes, futures mères et futures épouses, comme cruciales pour son travail d'évangélisation. La Mission créa pour cela de nombreuses écoles pour filles. Une institution qui joua un rôle important dans l'éducation féminine fut l'Ecole des Filles de Sidon (Sidon Girls' School) fondée en 1862. Dans les années 1920, la Mission y mit en œuvre ce qu'elle appela un plan « révolutionnaire » instituant un programme d'économie domestique qui allait faire la réputation de l'école dans le contexte des institutions de formation au Moyen Orient. Le présent article analyse l'héritage du programme d'économie domestique à la Sidon Girls' School et soulève des questions plus larges en relation à l'éducation de style américain importée au Moyen Orient. Les missionnaires s'enthousiasmèrent pour l'enseignement « progressiste » et moderne qu'ils offraient dans leurs écoles, ignorant apparemment l'existence de cours d'économie domestique déjà offerts par les gouvernements locaux et autres écoles privées. L'article explore comment la « nouvelle » formation offerte à Sidon était le reflet des tendances de l'éducation féminine aux Etats-Unis et comment les missionnaires tentèrent de transférer ces concepts. Il montre en outre quand et comment le message missionnaire se perdit dans cet effort de traduction, et comment les diplômées de l'école le subvertirent.

Abstract: St. Patrick's Indian Mission School in Anadarko was one of a dozen Catholic boarding schools for Native American children in Oklahoma, home to one-third of the Native American population in the late nineteenth century. This article focuses on the tension between the school's assimilationist aims and the Native students, families, and communities who used the school as a means for their own ends. Native appropriations of St. Patrick's ranged from employment opportunities and medical care to cultural and linguistic retention. Ultimately, boarding schools like St. Patrick's acted as both instruments of cultural repression and places of student and community empowerment. Finally, the article considers the legacy of St. Patrick's School in the twenty-first century.

Abstract Why did America introduce compulsory schooling laws at a time when financial investments in education and voluntary school attendance were high? We provide qualitative and quantitative evidence that states adopted compulsory schooling laws as a nation-building tool to instil civic values to the culturally diverse migrants during the ‘Age of Mass Migration’ between 1850 and 1914. We show the adoption of compulsory schooling laws occurred significantly earlier in states that hosted European migrants with lower exposure to civic values in their home countries. Using cross-county data, we show that these migrants had significantly lower demand for American schooling pre-compulsion.

The purpose of this paper is to give historical insight into the progressive thinking of nineteenth century American philanthropist, Mary Hemenway (1820-1894), and why she was interested and believed in physical education for females. Also interesting is how her integrated thinking is compatible with the thinking in present-day education reformThe presentation of the findings will include a brief background of Mrs. Hemenway’s family life, and a brief description of her philanthropic contributions and activities. These include: 1) public education in America, particularly female education, 2) physical education and home economics education, 3) Native-American research, and 4) other significant issues and philanthropic activities in American education. The major focus will be her contributions to physical education and her founding of the Boston Normal School of Gymnastics, and influences that persuaded her interests in these pursuits.The sources used include early normal school catalogues, minutes of meetings, course syllabi and lecture synopses, written papers, early and recent bulletins, personal correspondences, government reports, college documents, pamphlets, memorial pamphlet, one new and several old books, and old newspaper clippings and professional journals.

Background/Context For more than four decades, researchers have shown that African American students are overrepresented in lower-track classes, while their White peers tend to be in advanced courses. In the past twenty years, school districts have implemented detracking reforms that stressed self-selection policies as an alternative to separate academic paths, yet quantitative data still show that most African American students are not attending upper-level or advanced classes in racially diverse schools. Purpose/Objective/Research Question/Focus of study This study explores how African American parents come to terms with academic placement, and the mechanisms that impact their child's educational experiences in a racially diverse school while coming from a segregated high-poverty African-American community. Setting Research took place in a racially diverse suburban school and city. The suburban city is a microcosm of the United States, not only because of the racial and economic diversity of its school district, but also because its story encapsulates the plight of many African Americans in relation to the Great Migration, segregation, disinvested neighborhoods, and systemic inequalities. Population/participants/Subjects Participants included 26 African American parents, many of whom attended the same school district and experienced their own lower-track placement. Research Design Ethnographic methods, which include interviews and observations, were used to explore the research questions. African American parents were individually interviewed about their own educational experiences, children's academic placement, family background, interactions with the school system, community issues, and perceptions of the middle school and city. Findings/Results African American students and their parents were a product of intergenera-tional tracking. Parents and their children had experienced lower-track courses. In addition, the exposure of African American students and parents to systemic inequalities in their home and community heavily influenced their academic placement and overall educational experiences. Moreover, tracking in this school was not necessarily about abilities and skills but also about separating African American students and creating a formal semblance of equality that actually reinforced systemic inequalities, a reality captured in the phrase “duplicity of equality.”

The relevance of digital technology to fight isolation, distribute preventive measures and assist economic systems began to build as early as the installation of the first health measures for covid 19. This study's goal is to analyze Latin America's ability to fulfill this challenge. The following are the conclusions: Latin America's digital ecosystem is at an intermediate degree of development, allowing it to somewhat alleviate the consequences of the epidemic. Also, the rural/urban contrast shows a significant amount of digital marginalization. The digital divide prevents key segments of the population from receiving health information, downloading instructional resources to improve school performance, or purchasing things online. The digital gap is compounded by the fact that most Latin American homes only use the internet for communication and social networking. A home digital resilience index (calculated on the use of the Internet to download health apps, educational apps, perform e-commerce operations and use fintech). It also suggests a lack of technology adoption, but rather a lack of technological integration in manufacturing processes, notably supply networks. The share of the workforce that can telework adds to the labor market disruption in COVID-19.

The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the population of immigrant adolescents. Drawing upon case studies of four Korean immigrant students, the study described in this paper reveals that these middle school students enjoyed reading and writing for pleasure at home in Korean as well as in English (the main language of their formal schooling), although there existed differences among them in terms of the degree to which they used the languages and the activities they engaged in. Their literacy practices were necessarily accompanied by ethnic and cultural identity formation.

This paper examines parental time allocated to the care of one's children. Using data from the recent American Time Use Surveys, we highlight some interesting cross-sectional patterns in time spent by American parents as they care for their children: we find that higher-educated parents spend more time with their children; for example, mothers with a college education or greater spend roughly 4.5 hours more per week in child care than mothers with a high school degree or less. This relationship is striking, given that higher-educated parents also spend more time working outside the home. This robust relationship holds across all subgroups examined, including both nonworking and working mothers and working fathers. It also holds across all four subcategories of child care: basic, educational, recreational, and travel related to child care. From an economic perspective, this positive education gradient in child care (and a similar positive gradient found for income) can be viewed as surprising, given that the opportunity cost of time is higher for higher-educated, high-wage adults. In sharp contrast, the amount of time allocated to home production and to leisure falls sharply as education and income rise. We conclude that child care is best modeled as being distinct from typical home production or leisure activities, and thinking about it differently suggests important questions for economists to explore. Finally, using data from a sample of 14 countries, we explore whether the same patterns holds across countries and within other countries.

This illustrated article shares insights regarding American Indian youths’ perceptions of their daily environments with regard to their diet and eating healthily. Researchers used a community-based participatory research method, “photovoice.” Fourteen American Indian youth aged 11–14 were given cameras to capture opportunities and barriers to eating healthily in their environments (school, home, and community), culture, and traditional foods and customs. Images highlight challenges in youths’ nutritional understanding and environment. The study results suggest gaps in American Indian youths’ basic nutritional understanding and opportunities for strategic social marketing to overcome barriers while reinforcing benefits of healthy eating traditions. Insights gleaned can inform future health interventions. Researchers used insights to adapt an established intervention, Cooking with Kids (CWK). Under a larger grant, guided by social and cognitive learning theories, which identifies processes and determinants of health behaviors, CWK aims to increase the intake of healthy foods, particularly fruits and vegetables, and to increase youth nutritional and cooking competencies. This article illustrates the value of photovoice for researchers and decision makers to visualize issues from participants’ point of view, specifically the American Indian obesity issue.

Using cross-sectional data from a nation-wide survey of American head-of-households conducted in the spring of 2010, we examined the ameliorating effects of economic literacy on the probability of specific household financial outcomes resulting from the 2008 financial crisis and the associated Great Recession. A series of probit regressions were estimated to capture the impact of economic literacy on the probability that households experienced job loss, delinquent mortgage payments, delinquent credit card payments, delinquent auto loan payments, loss of home, and personal bankruptcy. The head-of-household’s economic literacy was measured by the level of formal education received in economics and by the score achieved on an in-survey quiz of basic economic concepts and principles. The results indicate that realized quiz scores were correlated with the mitigation of job loss, late payment behavior, and personal bankruptcy, ceteris paribus. However, the results for the impact of formal economic coursework in school were mixed.

The stated objective of the United Nation’s Sustainable Development Goals (SDGs) are to serve as a shared blueprint for peace and prosperity around the planet. If this blueprint is to become a reality, the inclusion of the SDGs in university curricula is essential. Yet how can we be sure that we teach a unified and shared view of these goals? This paper examines the value of using virtual exchange in teaching the UN SDGs in Business School Design Thinking courses. Specifically, the experience of a partnered course run at both the Boise State University’s College of Business and Economics and the Lebanese American University’s Adnan Kassar School of Business serves as a case-study. Results from a survey of both student groups indicate that the experience of working with students from outside their home culture did improve their cross-cultural communication skills. Furthermore, learning about the SDGs was a valued experience. However, learning about the SDGs in collaboration with “foreign” team members was eclipsed by the broader experience of engaging with students outside their home culture.

AbstractObjectiveTo evaluate associations between home environmental factors and BMI of young American-Indian children.DesignCross-sectional and prospective study.SettingSchool-based obesity prevention trial (Bright Start) on a Northern Plains Indian reservation in South Dakota. Mixed model multivariable analysis was used to examine associations between child BMI categories (normal, overweight and obese) and home food availability, children's dietary intake and physical activity. Analyses were adjusted for age, gender, socio-economic status, parent BMI and school; prospective analyses also adjusted for study condition and baseline predictor and outcome variables.SubjectsKindergarten children (n 424, 51 % male; mean age = 5·8 years, 30 % overweight/obese) and parents/caregivers (89 % female; 86 % overweight/obese) had their height and weight measured and parents/caregivers completed surveys on home environmental factors (baseline and 2 years later).ResultsHigher fast-food intake and parent-perceived barriers to physical activity were marginally associated with higher probabilities of a child being overweight and obese. Vegetable availability was marginally associated with lower probabilities of being overweight and obese. The associations between home environmental factors and child weight status at follow-up were not significant.ConclusionsFindings indicate that selected aspects of the home environment are associated with weight status of American-Indian children. Obesity interventions with this population should consider helping parents to engage and model healthful behaviours and to increase availability of healthful foods at home.

Over the past few decades, the average college has not become more selective: the reverse is true, though not dramatically. People who believe that college selectivity is increasing may be extrapolating from the experience of a small number of colleges such as members of the Ivy League, Stanford, Duke, and so on. These colleges have experienced rising selectivity, but their experience turns out to be the exception rather than the rule. Only the top 10 percent of colleges are substantially more selective now than they were in 1962. Moreover, at least 50 percent of colleges are substantially less selective now than they were in 1962. To understand changing selectivity, we must focus on how the market for college education has re-sorted students among schools as the costs of distance and information have fallen. In the past, students' choices were very sensitive to the distance of a college from their home, but today, students, especially high-aptitude students, are far more sensitive to a college's resources and student body. It is the consequent re-sorting of students among colleges that has, at once, caused selectivity to rise in a small number of colleges while simultaneously causing it to fall in other colleges. This has had profound implications for colleges' resources, tuition, and subsidies for students. I demonstrate that the stakes associated with choosing a college are greater today than they were four decades ago because very selective colleges are offering very large per-student resources and per-student subsidies, enabling admitted students to make massive human capital investments.

Urban institutions are typically located in diverse and vibrant cities. This diversity has changed over the decades, thus requiring campuses to address the complexity that is seen as these new American cities evolve. In this article the city of Buffalo is discussed as a city that manifests a continuous change in population diversity with a significant increase in the immigrant and refugee populations. The ways that Buffalo State College has evolved its outreach to support immigrants, refugees, and new Americans is discussed, approaches that include ways to support entry and success within the city school systems, support for families and adults learning the English language and preparing for citizenship exams, convening and support to navigate their new location, and assistance in business efforts. Extensions of the mission of urban institutions to support these new members of city communities allows campuses to participate fully in addressing the needs of this important segment of our cities. Immigrant and refugee families add to the vibrancy and economic success of our communities and facilitating their adjustment, integration, and success within our cities not only provides needed support for new American families, but adds to the current and future economic and social success of the community where they now call home. This is an important aspect of the urban anchor mission.

The aim of the article is to analyse historical and pedagogical peculiarities of adult education development in the USA in the early 20th century in the context of reforming educational system of Ukraine. For fulfilment of the mentioned aim the following methods have been applied: a system of general theoretical methods (analysis, synthesis, comparison, abstraction etc.), and concrete scientific methods, namely term analysis and historical genetic analysis. Functioning of moonlight schools has been depicted. Determinants of the development of adult education in this period, in particular, such historical events as World Wars, the period of prosperity, the Great Depression and socio-economic factors have been singled out. The influence of industrialization and the introduction of new agricultural technologies on adult education has been presented. Legislative basics of adult education have been singled out, namely: Smith-Hughes Act (1917), which was aimed at vocational training at schools and colleges; George-Reed Act (1929), which emphasized the training of specialists in the field of home economics and agriculture; George-Deen Act of Vocational Education (1935), which provided additional funding for programs in agriculture, home economics, and industry; George-Barden Act (1946), which was flexible in the distribution of funding for education, provided money for teacher training; Bill of Rights (1944), called the Soldiers’ Bill of Rights because it dealt with loans for education and housing for demobilized soldiers; Employment Act (1946). Results of the conducted research work give opportunity to state that American experience in the field of adult education can help to create harmony between national traditions and world achievements on the basis of humanism and democracy; to give high quality educational service to adults, synchronize national system of adult education with world tendencies, provide conditions for adult education development and its influence on economic development of state.

Income inequality in America has run a full circle, and has now touched or even exceeded the dizzying heights of income recorded in 1928 before the Geat Depression of 1929.On the other hand, the middle class has beeon undergoing a relentless economic squeeze since 1974. The median family income has literally been stagnant for almost half a century.Stagnant incomes do not fully reflect the decline in the standard of living of most Americans. Facing job insecurity, rising health-care costs, the massive $1.75 trillion college loan debt, credit has become a palliative of the middle class to address the deeper anxieties of downward mobility.Many are unable to fulfill the “American Dream” because they cannot afford the middle class standard of living: having a good job, being able to retire in security, owning a home, having affordable health care, and a better future for their children.This inequality is now so vast that it is almost twice as high as in Europe.In 2017, an American CEO’s pay went up 361-times the median pay of a worker—by far the widest gap in the world.Because of an incentuous relationship between Washington and Wall Street, we have a tax code that has been hatched to reward wealthy individuals and corporations.Some of the world’s richest men paid just a tiny fraction of their income in federal tax in 2021. For the first time Trump’s tax cuts helped billionaires pay less than the working class.Many large U.S.-based multinational corporations employ accounting tricks to make profits made in America appear as if they were generated in offshore tax havens—with minimal or no taxes. Thus by using such a clever maneuver, multinationals are able to avoid paying an estimated $90 billion in federal income taxes each year,Encouraged by the Friedman doctrine, the 1970s represented a turning point when America took a sharp turn toward unfettered capitalism—and greed. American CEOs set themselves upon a journey toward maximizing shareholder value. And it is this radical ideology that has guided Ameican business over the last fifty years.This is a mind-set that encourages risk aversion and short-run behavior: an accountant’s short-cut to profits, with a focus on cost reduction, rather than long-term concerns about innovation, quality, and customer satisfaction. And it is this journey that has contributed so much to America’s industrial decline.A key development that has accelerated this decline is the financialization of America. In recent decades, the share of financial services has been about 7-8% of GDP. However, in sharp contrast, the sector accounts for 25-30% of all corporate profits. Yet, the sector has created only 4% of all jobs.In 1999 and 2000 America went through a massive deregulation of the financial markets, which proved to be disasterous, because it led--in 2008--to the worst stock-market crash in America since the Great Depression of 1929.Finance and its way of thinking have now come to permeate every facet of business, so much so that Wall Street is no longer supporting Main Street businesses that create jobs for the masses.As a result of this“cognitive capture,” while the policy decisions taken after 2008 crash resulted in huge gains for the financial industry, but losses for homeowners, small businesses, workers, and consumers. One of most depressing aftermaths of this crisis was that it wiped out $16 trillion in household wealth.The wealthy have compounded their wealth by stifling true, dynamic capitalism and making America no longer the land of opportunity that it once was. They have made America the most unequal, advanced industrial country while crippling growth, distorting key policy debates, and fomenting a divided society.The objective of this paper is to develop a federal-tax framework. Taxation is as much a political as an economic issue. There are two visions or schools of federal taxation. While one is grounded in lower taxes for the wealthy and the corporations; the other’s calling card is community: and shared prosperity. These two schools can be described as: (1) The School for the “Rich and the Privileged,” and (2) The School for the “Masses.”The former consists of three groups: (a)“Trickle-down” Economics; (b)“Supply-side Economics;” and (c)“Meritocracy” or the “Job Creators.”The latter has just one group: “Progressive Taxation.”We believe that a good way to judge the merits of the two schools of thought is to see their historic track record. So we looked at the economic history of America over the entire twentieth century. Economist John Kenneth Galbraith has called the “trickle-down” economics as the “horse-and-sparrow” theory. David Bradley argues, that another name for this theory should be “horse shit” economics.The “trickle-down” idea has a long pedigree, and has long been discredited. This is because higher inequality has not only not produced more growth, but, the median family income in America has been stagnant for almost a half century.The idea of “supply-side” economics was proposed under Ronald Reagan. This was based on the notion that emphasized deregulation and tax cuts: with the argument that this would free up the economy that would then lead to increase in the supply of goods and services—as well as incomes of individuals.This policy was in direct contradiction to Keynesian economic theory, according to which, aggregate demand--not supply--is the driving force in an economy.However, the idea did not work for Reagan. Neither did it work for Gorge W. Bush.Supporters of meritocracy try to peddle the myths that we are living in a meritocracy, in which great wealth is both earned and deserved. But what if the rich derive much of their income not from work they perform, but from the assets they own? Moreover, what if great wealth increasingly comes not from enterprise, but from inheritance?Presidential candidate Mitt Romney--and President, Bain Capital, a private equity firm--argued that 47 percent of Americans were paying no income tax. He said they were freeloaders because they were living off of government handouts. Ironically, Romney paid only 14% of his reported income as federal income tax in 2011: which is far less than what people with substantially less income paid. Second, the source of his income was Bain Capital. The private equity firms, like Bain Capital, are associated with offshore bank accounts and big corporate buyouts. In these buyouts, previously healthy firms are loaded up with debt, stripped of their assets, with mass layoffs, and after milking the firm’s assets are sold to the highest bidder.So, the reality is that it is people like Romney who are the real freeloaders.An important distinction we need to make is to recognize the difference between “Takers”: those stifling job creation, versus “Makers:” businesses that create real jobs.Finally, our analysis revealed that the “Rich and Priviledged” school consistently offered false promises that failed to materialize, but instead, produced big deficits. The birthplace of freedom—and progressive taxation--happens to be President FDR’s America. The years 1947-1973 are considered the golden years of America’s middle class. The foundation of this goldilocks economy was the social covenant of shared prosperity, based on President Kennedy’s dictum--that “a rising tide lifts all boats.” Its main features were: powerful unions, a high minimum wage, progressive taxation, and corporations providing health and retirement benefits.

Introduction. The relevance of the research is connected with the need of modern Russian pedagogical science to study the patterns and features of the development of American public thought and pedagogy. The purpose of the study is to study the process of formation of the trend of pragmatism and efficiency in American public thought and pedagogy in the first half of the XX century. Methods and methodological approaches. The leading research methods are a critical analysis of the original scientific and pedagogical literature, mainly of the American authors, and a scientific and pedagogical interpretation of the information contained in the sources; comparative and historical methods, as well as an axiological approach that allows us to identify the value essence of the phenomena and facts. Results. The idea of practicality, entrepreneurship and efficiency was most clearly manifested in the United States, which was due to the rapid development of capitalism, large-scale production, mass entrepreneurship and scientific and technological progress. The fascination with efficiency increased public attention to those institutions of public life that were "suspected" of indelicacy and inefficient management. The school was declared an inefficient institution that could not stand comparison with industrial enterprises according to the criteria of efficiency and economy. Such a superficial understanding of the educational process was in the interests of those who would like to reduce the school budget, first of all, military monopolies. In American pedagogy, the definition of a busy person as a productive person making a visible and significant contribution to the common cause has appeared. Such a person has a rich imagination, is receptive to new things, shows a creative, innovative approach to solving life problems; shows responsibility in relationships with other people. A businesslike person is characterized by independence, perseverance, altruism, a high degree of self-control, a highly developed sense of understanding moral values, and an optimistic approach to life. The concepts of genius, talent, giftedness, according to J. F. Gilmore, are outdated. Instead, he proposed the term self-actualization, which, in his opinion, reflected the human desire for self-realization. Discussions. The philosophy and practice of pragmatism largely continues to determine school educational policy in the United States. One of the most important tasks of training J. E. Davis and F. M. Hetchinger proclaimed the ability to "look good in case of changes", the acquisition of skills that can be sold on the labor market. The presence of these skills should allow the individual to integrate into society, adapt to life. An important way to achieve these objectives was the revision of school curricula in the direction of their greater practical orientation. E. Thorndike supported the idea of reducing the proportion of general education subjects, referring to practical needs. He put into practice the idea that mathematics, physics, chemistry and natural science are equivalent in importance to such applied subjects as home economics, cooking, shorthand, sewing, chemistry in everyday life. As a result, the list of academic disciplines was significantly expanded in secondary school. Among them are driving a car, small aviation, personal hygiene, mental hygiene, people's relationships, child care, writing plays, amateur theater, educational radio and television. Those who tried to criticize the current situation with the content and number of subjects were declared backward people whose views do not correspond to practical America. The pragmatists J. A. Logsdon, V. M. Kerensky, M. Kig, F. Koppel, M. Kohler and others proclaimed "both the alphabet and the road to the ticket office", i.e. both knowledge and their practical application in life. At the same time, they clearly preferred teaching practical skills, even without deep theoretical knowledge. Conclusions. The philosophy and practice of pragmatism have largely determined and continue to determine the policy of school education in the United States. The scientific novelty of the study lies in a meaningful analysis of the scientific views of a number of American pragmatists, who had not previously been the subject of careful study by domestic comparative educators. At the same time, the study of the views of the leading teachers of the USA is relevant and important for Russian science due to their undoubtedly significant influence on the formation of the global educational space. The prospects for further research are connected with the study of the scientific attitudes of modern American scientists and educators.

Crises lay bare the social fault lines of society. In the United States, race, gender, age, and education have affected vulnerability to COVID-19 infection. Yet, consequences likely extend far beyond morbidity and mortality. Temporarily closing the economy sent shock waves through communities, raising the possibility that social inequities, preexisting and current, have weakened economic resiliency and reinforced disadvantage, especially among groups most devastated by the Great Recession. We address pandemic precarity, or risk for material and financial insecurity, in Indiana, where manufacturing loss is high, metro areas ranked among the hardest hit by the Great Recession nationally, and health indicators stand in the bottom quintile. Using longitudinal data (n = 994) from the Person to Person Health Interview Study, fielded in 2019–2020 and again during Indiana’s initial stay-at-home order, we provide a representative, probability-based assessment of adverse economic outcomes of the pandemic. Survey-weighted multivariate regressions, controlling for preexisting inequality, find Black adults over 3 times as likely as Whites to report food insecurity, being laid off, or being unemployed. Residents without a college degree are twice as likely to report food insecurity (compared to some college), while those not completing high school (compared to bachelor’s degree) are 4 times as likely to do so. Younger adults and women were also more likely to report economic hardships. Together, the results support contentions of a Matthew Effect, where pandemic precarity disproportionately affects historically disadvantaged groups, widening inequality. Strategically deployed relief efforts and longer-term policy reforms are needed to challenge the perennial and unequal impact of disasters.

Background The diverse Asian American population has been impacted by the COVID-19 pandemic, but due to limited data and other factors, disparities experienced by this population are hidden. Objective This study aims to describe the Asian American community’s experiences during the COVID-19 pandemic, focusing on the Greater San Francisco Bay Area, California, and to better inform a Federally Qualified Health Center’s (FQHC) health care services and response to challenges faced by the community. Methods We conducted a cross-sectional survey between May 20 and June 23, 2020, using a multipronged recruitment approach, including word-of-mouth, FQHC patient appointments, and social media posts. The survey was self-administered online or administered over the phone by FQHC staff in English, Cantonese, Mandarin, and Vietnamese. Survey question topics included COVID-19 testing and preventative behaviors, economic impacts of COVID-19, experience with perceived mistreatment due to their race/ethnicity, and mental health challenges. Results Among 1297 Asian American respondents, only 3.1% (39/1273) had previously been tested for COVID-19, and 46.6% (392/841) stated that they could not find a place to get tested. In addition, about two-thirds of respondents (477/707) reported feeling stressed, and 22.6% (160/707) reported feeling depressed. Furthermore, 5.6% (72/1275) of respondents reported being treated unfairly because of their race/ethnicity. Among respondents who experienced economic impacts from COVID-19, 32.2% (246/763) had lost their regular jobs and 22.5% (172/763) had reduced hours or reduced income. Additionally, 70.1% (890/1269) of respondents shared that they avoid leaving their home to go to public places (eg, grocery stores, church, and school). Conclusions We found that Asian Americans had lower levels of COVID-19 testing and limited access to testing, a high prevalence of mental health issues and economic impacts, and a high prevalence of risk-avoidant behaviors (eg, not leaving the house) in the early months of the COVID-19 pandemic. These findings provide preliminary insights into the impact of the COVID-19 pandemic on Asian American communities served by an FQHC and underscore the longstanding need for culturally and linguistically appropriate approaches to providing mental health, outreach, and education services. These findings led to the establishment of the first Asian multilingual and multicultural COVID-19 testing sites in the local area where the study was conducted, and laid the groundwork for subsequent COVID-19 programs, specifically contact tracing and vaccination programs.

OBJECTIVES/SPECIFIC AIMS: The American Academy of Pediatrics (AAP) recommends that preschool-aged children spend no more than 2 hours/day using digital screens such as TVs. However, there is a proliferation of digital screens in children’s daily lives both at school and at home. The purpose of this study was to examine factors that contribute to children’s screen-time, including their demographic characteristics and whether or not they have screen-time at school. METHODS/STUDY POPULATION: In total, 59 children (3.3±0.4 years of age; 47% female) enrolled in 3 child care centers participated. Center directors reported school screen-time; 1 center was classified as not providing screen-time and 2 centers were classified as providing screen-time. Parents reported child’s age, sex, and maternal education as a proxy for socio-economic status. Parents reported child’s out-of-school screen-time by responding to the question “During the past 30 days, on average how many hours per day did your child sit and watch TV or videos outside of school?” Additional questions queried how many hours per day did the child “use a computer or play computer games,” “play video games,” “use a smartphone,” and “use an iPad or tablet.” Children’s height and weight were collected using standard clinic procedures and body mass index (BMI) was calculated. T tests were used to examine differences in screen-time by age, sex, and school screen-time. General linear models were used to examine the influence of school screen-time (1=no screen-time, 0=between 1 and 60 min/day of screen-time), age, BMI, and maternal education on out-of-school screen-time and time spent with each device. Logistic regression analysis was used to examine likelihood of meeting screen-time recommendations based on the same characteristics. RESULTS/ANTICIPATED RESULTS: Parent-reported total screen-time was 6.3±3.6 hours/day (h/d); specifically, 2.5±1.1 h/d watching TV, 1.5±2.2 h/d using a smartphone, 1.1±0.9 h/d using a tablet, 0.8±1.0 h/d on a computer, and 0.5±0.7 h/d playing video games. Based on total screen-time, 15% of children met AAP recommendations; based on TV viewing only, 52% met AAP recommendations. The 4-year-old children viewed more screen-time overall compared to the 3-year-old children including on TV, computer, and tablet (p<0.05), but there were no sex differences. In fully adjusted linear models, out-of-school screen-time was lower among those who had no screen-time at school (p=0.02) and higher among older children (p<0.01). Computer use was higher among older children (p=0.02). Older children and those with lower maternal education were less likely to meet clinical recommendations based on TV viewing (p<0.05). There were no observed associations with likelihood of meeting clinical recommendations based on total screen-time. BMI was not a significant predictor of screen-time. DISCUSSION/SIGNIFICANCE OF IMPACT: The majority of children exceeded AAP screen-time limits, with screen-time sharply higher among older children, and the associations did not vary by weight status. Children who attended schools that allowed screen-time had higher amounts of out-of-school screen-time. Pediatricians and healthcare providers should query parents on children’s screen-time practices at home and at school and offer strategies to help families meet the clinical recommendations.

AbstractObjectivesTo assess overweight and related risk factors among urban low socio-economic status (SES) African-American adolescents in an attempt to study the underlying causes of ethnicity and gender disparities in overweight.MethodsCross-sectional data collected on anthropometric measures, diet, physical activity and family characteristics from 498 students in grades 5–7 in four Chicago public schools were analysed to study the risk factors for overweight using stepwise regression analysis.ResultsOnly 37.2% of the students lived with two parents. Nearly 90% had a television (TV) in their bedroom, and had cable TV and a video game system at home. Overall. 21.8% (17.7% boys versus 25.1% girls) were overweight (body mass index (BMI) ≥ 95th percentile); and 39.8% had a BMI ≥ 85th percentile. Compared with national recommendations, they had inadequate physical activity and less than desirable eating patterns. Only 66.1% reported having at least 20 min vigorous exercise or 30 min of light exercise in ≥ 5 days over the past 7 days; 62.1% spent >3 h days− 1 watching TV/playing video games/computer, while 33.1% spent ≥ 5 h days− 1. Their vegetable and fruit consumption was low, and they consumed too many fried foods and soft drinks: 55.1% consumed fried food twice or more daily and 19.5% four times or more daily; 70.3% consumed soft drinks twice or more daily and 22.0% four times or more daily on average. Gender, physical activity and pocket money were significant predictors of overweight (P < 0.05).ConclusionsSeveral factors in the students' behaviours, school and family environments may increase overweight risk among this population. There is a great need for health promotion programmes with a focus on healthy weight and lifestyle, and targeting urban low-SES minority communities.

The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children. References Bafekr, S. (1999) Schools and their undocumented Polish and “Romany Gypsy” pupils.International Journal of Educational Research, 31, 295-302. Bakalar, P. (2004) The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV,(3&4), 291-300. Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150-177. Bronfenbrenner U (1979). The ecology of human development: Experiments by nature anddesign. Cambridge, MA: Harvard University Press. Bronfenbrenner U (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742. Cvorovic, J. (2014) The Roma: A Balkan Underclass. Ulster: Ulster Institute for SocialResearch. Forget-Dubois, N., Lemelin, J.-P., Perusse, D., Tremblay, R. E. & Boivin, M. (2009). EarlyChild Language Mediates the Relation Between Home Environment and SchoolReadiness. Child Development, 80 (3), 736-749. García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. andGarcía, H. V. (1996) An Integrative Model for the Study of Developmental Competenciesin Minority Children. Child Development, 67 (5), 1891-1914. Han, W.-J. (2006) Academic Achievements of Children in Immigrant Families.Educational Research and Review. 1 (8), 286-318. Hollo, L. (2006) Equality for Roma in Europe. A Roadmap for Action. Budapest: OSI Kezdi, G. and Kertesi, G. (2011) The Roma/non-Roma test score gap in Hungary.American Economic Review, 101 (3), 519-525. Kyuchukov, H (2006). Desegregation of Roma schools in Bulgaria. Sofia: SEGA Kyuchukov, H. (2014) Acquisition of Romani in a Bilingual Context. Psychology ofLanguage and Communication, 18 (3), 211-225. Kyuchukov, H., Kaleja, M. & Samko, M. (2016) Roma parents as educators of theirchildren. Intecultural education, 26 (5), 444-448. Neuman, S., & Marulis, L. M. (2010). The Effects of Vocabulary Intervention on YoungChildren’s Word Learning: A Meta-Analysis. Review of Educational Research, 80 (3),300-335. Ogbu J. U. (1978). Minority Education and Caste: The American System in Cross-culturalPerspective. New York: Academic Press. Ogbu J. U. (1981). Origins of human competence: A cultural ecological perspective. ChildDevelopment, 52, 413-429. Ogbu, J. U. (1988). Cultural diversity and human development. In: D. Slaughter (Ed.),Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.11-28. Parsons, Talcott. (1940). An Analytical Approach to the Theory of Social Stratification.American Journal of Sociology, 45 (6), 841-862. Roskos, K., & Neuman, S. (2005). The state of pre-kindergartens standard. EarlyChildhood Research Quarterly, 20, 125-145. Rushton, J. P. Cvorovic, J. and Bons, T. A. (2007). General mental ability in South Asians:Data from three Roma (Gypsy) communities in Serbia. Intelligence, 35(1), 1-12. Rydland, V. (2009). “Whow-when I was going to pretend drinking it tasted coke for real!”Second-language learners’ out-of-frame talk in peer pretend play: A developmental studyfrom preschool to first grade. European Journal of Developmental Psychology, 6 (2), 190-222. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of LanguageAcquisition. Cambridge, MA: Harvard University Press.

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. 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Allan Meltzer's career in economics has featured outstanding contributions in an astonishingly wide range of activities. As the basis of all of these, of course, lies his work in economic research. Perhaps most well known is Allan's long line of papers in monetary economics, many written together with Karl Brunner, which helped to establish the broad and widely accepted approach once known as monetarism. But several other areas have, at different times, attracted his main research efforts; among these are business-cycle analysis, financial intermediation, analytical political economy, and the history of economic thought. Recently, he has become deeply immersed in a major historical project — the writing of an extensive history of the Federal Reserve System and its monetary policymaking. A second type of outstanding accomplishment has been Allan Meltzer's work as a conference-series creator and organizer. In the 1970's, he and Karl Brunner founded the Carnegie-Rochester Conference Series on Public Policy, which has been unusually fruitful as an incubator of new ideas and talent. Together, Brunner and Meltzer also founded the Interlaken Seminar on Analysis and Ideology, which for many years brought together economists, political philosophers, and other social scientists. Allan was a major contributor to Brunner's organization of the Konstanz Seminar on Monetary Theory and Policy — still a creative force in European economics — and with colleagues he created and ran the Carnegie Mellon Conference on Political Economy from 1979 to 1990.As if all this were not enough for three or four normal beings, Allan and Karl created the Shadow Open Market Committee. At its inception this was a unique institution, but it has since served as a model for other groups designed to provide policy analysis for a wider public audience. In terms of that latter objective, Allan has been and continues to be one of the economists most frequently sought out and quoted in the national and international press. He maintains an amazingly fresh and extensive store of knowledge about economic and social affairs the world over, one that he shares generously with other scholars.Allan Meltzer has not spent much time in full-time governmental positions, but has served extensively as a consultant or advisor to the U.S. Treasury and the Council of Economic Advisors, as well as official agencies in several other nations, including most notably the Bank of Japan. Also he has for several years spent a good bit of time at the American Enterprise Institute. For over 40 years, however, his principal professional home has been the Graduate School of Industrial Administration at Carnegie Mellon University.From the foregoing account, it will be obvious that Allan Meltzer is equipped with an enormous supply of energy and enthusiasm, as well as analytical ability. A closely related characteristic, familiar to all those who are lucky enough to spend time with him, is an unfailing attitude of optimism and cheerfulness.My interview with Allan took place on May 14, 1997, in his office, with its pleasant corner location in the new wing of GSIA's building. We talked in the afternoon and continued somewhat longer than intended because there was so much of interest to discuss. Even after 16 years of having nearby offices and multiple conversations — on days when we both are in Pittsburgh — I found it instructive and enjoyable to learn more about Allan Meltzer's remarkable career. The interview was taped, transcribed, and edited lightly.

Background/Context American higher education witnessed rapid expansion between 1960 and 1980, as colleges and universities welcomed millions of new students. The proportion of 19- and 20-year-old students living in dormitories, rooming houses, or other group quarters fell from more than 40% to slightly less than a third. At the same time, the proportion of students in this age group living at home with one or two parents increased from about 35% to nearly 47%, becoming the largest segment of the entering collegiate population in terms of residential alternatives. While growing numbers of high school graduates each fall headed off to campus dormitories, even more enrolled in commuter institutions close to home, gaining their initial collegiate experience in circumstances that may not have differed very much from what they had experienced in secondary school. The increased numbers of commuter students, whether they attended two-year or four-year institutions, however, have received little attention from historians and other social scientists. Purpose/Objective/Research Question/Focus of Study This study focuses on students aged 19 and 20 who lived with parents and commuted from home during the years from 1960 to 1980, when commuters became the largest category of beginning college students. It also addresses the question of how this large-scale change affected the social and economic profile of commuter students in the United States. In this regard, this study can be considered an evaluation of policy decisions intended to widen access to postsecondary institutions. Did the growing number of students living at home represent a democratic impulse in higher education, a widening of access to include groups of students who had previously been excluded from college? The study approaches this question by examining changes in the characteristics and behavior of commuter students across the country. Recognizing the variation in enrollment rates and other educational indices by state or region, this study also focuses on how the individual behavior at the point of college entry is affected by these and other characteristics of the larger social setting, particularly from a historical perspective. Research Design To grasp the larger picture of historical trends in college enrollment during the period of study, particularly in the growth of commuter students, the first part of the study utilizes state-level data and identifies changes in the number of entering college students who were commuters. In the process, descriptive statistics and ordinary least squares regression are used to identify factors associated with the proportion of college students living with their parents across states. In the second stage of analysis, hierarchical generalized linear modeling, utilizing both state- and individual-level data, is used to consider different layers of contextual effects on individual decisions to enroll in college. Data Collection and Analysis At the individual level, the principal sources of information are from 1% Integrated Public Use Microdata Samples (IPUMS) for 1960 and 1980. These are individual-level census data that permit consideration of a wide range of variables, including college enrollment. State-level variables are drawn from the published decennial census volumes, from National Center for Education Statistics reports on the number of higher education institutions, and from aggregated IPUMS data. Conclusions/Recommendations This study finds that commuter students in the United States appear to have benefited from greater institutional availability, the decline of manufacturing, continued urbanization, and a general expansion of the middle class that occurred across the period in question. It was a time of growth for this sector of the collegiate population. Despite rhetoric about wider access to postsecondary education during the period, however, the nation's colleges appear to have continued to serve a relatively affluent population, even in commuter institutions. Although making postsecondary institutions accessible to commuter students may have improved access in some circumstances, for most American youth, going to college appears to have remained a solidly middle- and upper-class phenomenon.

During the COVID-19 pandemic, the majority of the firms and institutions implemented work from home to continue their operations and keep the well-being of their employees. Indeed, organizations including the universities operate successfully amid the implementation of quarantine, digitalization, and limited face-to-face communication. We studied the impacts of the acceptance of work from home and well-being on individual work performance. We found that acceptance of work from home have indications of significant influences on employees' well-being and individual work performance. For the selected university employees, work from home is moderately preferred because of the cherished activities like commuting, time with friends, and the occurrence of more physical activities. The incidence of illnesses, sleep disturbance, anxiety, dissatisfaction, and loneliness were indicators of well-being concerns that influence individual work performance. Appreciation by others and the increased spirituality motivate the employees during the work from the home set-up. COVID-19 pandemic brings various issues in communication, resources, emotions, environment, financial difficulties, work-life imbalance, time management, stress, less work, and lack of access to office materials, to the employees. However, there are opportunities for better learning, better well-being, and more often family routines. Focus on work, work-life balance fit, positive attitude, less stress, and savings are benefits of working from home. University leadership, supervisors, and managers have an overview of the issues to be provided with solutions. The qualitative responses are potential research instruments to be tested for reliability. An adequate number of employees in different positions and universities to create a quantitative model is encouraged for future researchers.ReferencesAnderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. 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This is the second of three articles on “Sources of Authority in Education”. All use the work of Amy Gutmann as a heuristic device to describe and explain the prevalence of market-based models of Education Reform in the United States as part of what Pasi Sahlberg terms the Global Education Reform Movement (GERM). This movement is based on neoliberal tenets and encourages the enterance of private business and the adoption of business practices and challenges long standing notions of democratic education. The first article is “Negating Amy Gutmann: Deliberative Democracy, Education and Business Influence” (to be published in Democracy and Education) and the third is “The Odd Malaise of Democratic Education and the Inordinate Influence of Business” (to be published in Policy Futures in Education). My intent is to include them, along with a fourth article, “Profit, Innovation and the Cult of the Entrepreneur: Civics and Economic Citizenship,” as chapters of a proposed volume, Democratic Education and Markets: Segmentation, Privatization and Sources of Authority in Education Reform. The “Negating Amy” article looks primarily at Deliberative Democracy. The present article considers the promise of Egalitarian Democracy and how figures such as Horace Mann, John Dewey, and Gutmann have argued it is based largely on the promise of public education. “The Odd Malaise” article begins by offering some historical background, from the origins of the common school in the 1600s to market emulation models, No Child Left Behind and how this is reflected in a “21st century schools” discourse; it ends by considering and underlying theme: what happens to the Philosophy of Education when Democracy and Capitalism are at odds. The “Profit, Innovation” article then looks at how ideological forces are popularized, considering Ayn Rand’s influence, the concept of Merit, Schumpeter’s concept of ‘creative destruction,’ and the ideal of the entrepreneur as related sources in a changing common sense, pointing out that the commonplace of identifying the innovator and the entrepreneur is misplaced. The present article accordingly begins to question business influence and suggest show we may outline its major features using Amy Gutmann’s work as a heuristic device to interpret business-influenced movements to reform public education. Originally the title was Turning Amy Gutmann on her Head. Consequently it returns to Gutmann’s Democratic Education and its three sources of authority, suggesting that the business community is a fourth source. As such, it is in a contest to supplant the systems of deliberative democracy for which Gutmann advocates. It continues with a consideration of what might be called a partial historical materialist analysis – the growth of inequality in the United States (and other countries) since the 1970s; this correlates with much of the basis for changes in the justifications and substance of Education reform. After casting this question in principal-agent terms, it then looks at both those who sought to create a public will for public education and recent reform movements that have sought to redirect public support from a unified education system and instead advocate a patchwork of charters, vouchers for private schools, on-line education, home schooling, virtual schools and public schools based on market emulation models. Drawing from other theories of education, especially Plato (and the Spartan model), Locke, and John Stuart Mill, it also suggests that it might be instructive to compare Gutmann’s three sources of authority to Abraham Kuyper’s concept of Sphere sovereignty. It concludes that ultimate authority for education is —or should be—, somewhat paradoxically, vested in the adult the child will become, creating practical problems regarding the education of the sovereign that are never fully resolved and which may, in fact, be unresolvable based on rational deliberation. Finally, it looks at one instrument of business, market segmentation, and its importance as a motivating factor for education reform.

Objectives: Previous investigations have shown decreased utilization and outcomes based on racial status in total knee arthroplasty (TKA) and total shoulder arthroplasty (TSA) cohorts; however, the impact of racial status in patients undergoing shoulder stabilization is poorly understood. The purpose of the current study was to compare how minority status affects surgical timing as well as pre- and intraoperative findings in patients undergoing operative treatment of shoulder instability. Methods: As part of the Multicenter Orthopaedic Outcomes Network (MOON) Shoulder Instability cohort, 1010 patients consented to participate in pre- and intraoperative data collection. Demographic characteristics, injury history, preoperative patient-reported outcome scores (PROs), and radiologic and intraoperative findings were then compared between Caucasian and minority patients undergoing surgical shoulder stabilization. In addition, the Economic Innovation Group’s 2017 Distressed Communities Index (DCI) was recorded for each patient’s home zip code. DCI Scores are based on percentages of adults without a high school education, percentage living under the poverty line, unemployment rates, and the overall housing and business climate in a given area. DCI Scores range from 0 to 100, with higher scores indicative of greater economic distress, and DCI Scores ≥ 80 are considered to be highly distressed regions. Continuous variables were compared between groups using two-tailed independent t-tests and categorical variables were compared using chi-square tests. Results: Of the 1010 patients, 988 patients (97.8%) had complete preoperative and intraoperative data. The cohort was largely Caucasian (851, 86.1%), with 137 minority patients, including 71 African American, 49 Asian, 13 Native American, and 4 Hawaiian or Pacific Islander. DCI scores were significantly worse for minority patients than Caucasians (39.4 vs. 28.1, p<0.001), as were preoperative expectations (p=0.02). A greater percentage of minority patients had 2 or more dislocations (69.1% vs. 57.7%, p=0.01) which corresponded with more frequent articular cartilage lesions (64.2% vs. 51.0%, p=0.004). Conclusion: Racial minorities were found to have more preoperative dislocations, higher rates of articular cartilage lesions, and worse preoperative expectations. DCI scores were lower in the racial minority group; however, this was not found to be an independent predictor of pre- and/or intraoperative findings. These findings identify a need to identify barriers in an action to reduce racial disparities in the treatment of shoulder instability.

Abstract Objectives A Quarter of all US-based Jamaicans live in New York City (NYC) (N = 178,750). Compared to African Americans, Black Caribbeans experience lower rates of obesity (36% vs. 29%) and hypertension (38% vs 35%), but similar rates of diabetes (13% vs. 15%). Little is known about how diet and acculturation affect risk of chronic disease among Jamaican immigrants of different age groups. The aims of this study were to identify among three generations of Jamaicans living in NYC: a) how food experiences influence food perceptions and dietary behaviors; and b) how acculturation, social norms, socio-economic status and trans-national movements affect diet and risk of chronic disease. Methods Group and individual interviews with youth (n = 10), parents (n = 6) and grandparents (n = 8) used open-ended questions, were recorded and lasted 45 – 90 min. Participants received $20 gift cards as incentives. Recordings were transcribed, and analyzed using Dedoose 7.0. Results Three major themes emerged: Food perceptions and the concept of clean food impelled participants from all generations to consume a healthier diet consisting of more fresh fruits and vegetables and less processed foods. Among youth, remote acculturation to the US culture and global foods made it more acceptable to replace traditional home cooked foods with processed foods. Third, acculturation provided older Jamaican immigrants with easier access to healthcare and health education. The health advice provided by doctors, dietitians and other healthcare professionals was well respected and older Jamaicans reported high levels of compliance. Conclusions Among youth, early exposure to US culture and foods while living in Jamaica may increase future risk of chronic disease by making it more acceptable to replace cultural foods with American foods. Food perceptions and the concept of clean food play an important role in the way that Jamaicans of all ages think about, purchase and eat food. Truly valuing fruits and vegetables made adult Jamaican immigrants more receptive to health education and more likely to lower their risk of chronic disease. Funding Sources CUNY Graduate School of Public Health and Health Policy, Dean's Dissertation Grant (Dissertation research support for author Horlyck-Romanovsky).

While the educational difficulties of poor black students are well documented and have been discussed extensively, the academic performance of well-off African American children has received much less attention. Even with economic and educational resources in the home, well-off African American youth are not achieving at the levels of their white peers. Why is this? A review of relevant literature identifies a set of social processes that pose formidable barriers to the academic and personal development of middle-class African American youth, the closing of the black-white achievement gap, and the preservation of African American family advantage across generations. Constituting a social ecology of African American family life, these processes emanate outward from the immediate home environment, through peers and friends, into neighborhoods and schools, and to society at large.

Mexican-American parents of children attending a K-6 public elementary school in Texas were surveyed to examine the association of parental use of language at home with the extent of the parents' involvement with the school. A sample of 403 parents represented 317 who spoke only Spanish at home, 33 who spoke both Spanish and English, and 53 parents who primarily spoke English at home. Parents who spoke English at home volunteered at school significantly more often than parents who spoke Spanish at home, and more often than parents who spoke both Spanish and English at home. Conversely, parents who spoke Spanish and English at home attended school board meetings more frequently than did parents who spoke only Spanish at home.

Though the COVID-19 pandemic required significant changes and adaptations for most Americans, parents faced acute challenges as they had to navigate rapidly changing schooling and child care policies requiring their children to spend more time at home. This study examines the effects of COVID-19 school and workplace policies as well as environmental and economic characteristics on parental mental health, worry, hopelessness, and anxiety. Using data from four waves of the Socio-Economic Impacts of COVID-19 Survey and regression analysis, we explore associations between parents’ mental health, worry, hopelessness, and anxiety and school learning environment, child grade and learning disability, employment characteristics, and sociodemographic factors. We find that having a child attend a private school or school with above average instructional quality was associated with better mental health of parents. Hybrid schooling options offering both in-person and online learning was associated with poor parental mental health, as was working from home. Being female or experiencing job or income loss were associated with worse mental health while having older children, a bachelor’s degree, or high income were associated with better mental health. Results can help inform school and workplace family supports as well as opportunities to reduce mental health strains at home from various policy options.

In her book, Loukia Sarroub offers an ethnographic account of the lives ofsix Yemeni-American girls by following them through public schools from1997-2002 to “obtain a deeper and richer understanding of their day-to-daylives at home and at school” (p. 19). By observing them in the school,home, malls, and mosque, as well as at their community’s social occasions,Sarroub investigates the tensions between their lives and identities in theAmerican public school system and their family lives at home, both in theUnited States and in Yemen, their land of origin.In the first chapter, Sarroub details the theories behind her ethnographicresearch, introduces the research background, reviews theresearch methodology, and gives an overview of the participants. In chapter2, she chooses Layla, one of the Yemeni-American girls, as a representativeof the group. As Sarroub explains, Layla struggled to find aspace for herself, because “it was not always clear to her whether she was an American or a Yemeni, and her attitude toward her home and schoollives reflected her consternation with both identities” (p. 30). Being anArab Muslim woman myself and living as a minority in a western society,I can relate to the struggle between gender roles. The girls’ roles areprescribed by culture and traditions, and their gender identity is constructedin ways that have been influenced by American society.Therefore, I expected the author to provide a more detailed analysis ofhow adolescents construct their gender identity in both Arab MuslimYemeni and secular American cultures ...

Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

Abstract Introduction: Anemia by the WHO criteria is more common in American blacks than whites. There are few data examining differential associations of demographic, socio-economic, and co-morbid conditions with anemia by race. Methods: The Reasons for Geographic and Racial Differences in Stroke (REGARDS) study is a national longitudinal cohort currently enrolling 30,000 blacks and whites aged ≥ 45 years to assess stroke risk. Half the cohort will be black and half will live in the southeast. A phone interview for health history was followed by an in-home visit for phlebotomy and physical exam. After enrolling 8400 subjects, a complete blood count was added to the baseline exam. As of March 30th 2006 this was available in 12,060 participants. Anemia was defined by the WHO criteria and categorized into 3 non-exclusive groups: (1) low glomerular filtration rate (GFR) (&lt;60ml/min/1.73m2), (2) inflammation (C-reactive protein ≥ 10mg/L or leukocyte count ≥ 15×109/L, and (3) microcytosis (mean red cell volume &lt; 80fL). Results: The prevalence of anemia was 13.3% (1600 of 12,060); 21.5% for blacks (1047 of 4860) and 7.7% for whites (553 of 7195). The age- and sex-adjusted OR of anemia for blacks vs. whites was 3.71 (95% CI 3.30, 4.18). After additional adjustment for socio-economic variables (high school education, annual income), and co-morbid conditions (vascular disease, diabetes, hypertension, ever smoker, body mass index), blacks had a 2.79-fold (95% CI 2.44, 3.19) greater prevalence of anemia. Correlates of anemia differed by race; compared to whites, blacks with anemia were younger (66.2 vs. 69.9 years old, p &lt;0.01), more likely to be female (70% vs. 58%, p &lt;0.01), and less likely to live in the southeast (52% vs. 66%, p &lt;0.01) with lower socio-economic indicators for blacks vs. whites (74% vs. 89% for high school education; 37% vs. 21% for annual income &lt; $25,000; both p &lt;0.01). Blacks with anemia, despite a higher prevalence of diabetes (42% vs. 32%, p &lt;0.01) and hypertension (78% vs. 65%, p &lt;0.01) than whites, had a lower prevalence of vascular disease (27% vs. 39%, p &lt;0.01). Anemia type differed by race; fewer blacks than whites had anemia with a low GFR (45% vs. 67%, p &lt;0.01)., while more blacks than whites had anemia with inflammation (18% vs. 14%, p = 0.04) or microcytosis (22% vs. 10%, p &lt;0.01). Addition of anemia type (low GFR, inflammation, and microcytosis) to the multivariable model did not alter the association of black race with anemia (HR 2.71, 95% CI 2.35, 3.13). Conclusions: Anemia is more common in blacks than whites and correlates of anemia differ greatly by race. While risk factors for low GFR were more common in blacks (diabetes, hypertension), anemia with low GFR was more prevalent in whites. Adjustment for demographics, socio-economic variables, co-morbid conditions, and anemia type did not eliminate the association of black race with anemia. Whether this represents intrinsic differences in hemoglobin concentration between blacks and whites or undetermined or unmeasured co-morbid conditions requires further study.

Objectives The study was analyzing the Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in the revised national curriculum of China in 2022, hoping to get enlightenment from the Arts(Technology & Home economics) education in China. Methods The content analysis of literature study method for this study was used. Results This paper analyzes the changes of Practical Arts(Technology & Home economics) curriculum in China, the overall composition of the revised Practical Arts(Technology & Home economics) curriculum documents of Elementary and Middle School in 2022 and various parts of the text. Finally, through the comparison of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in 2022 between South Korea and China, the enlightenment is drawn. Conclusions First, The compilation and operation of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is centered on the hierarchy, cohesion and coherence of its nature, goal and content system. Second, the goal of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is to cultivate knowledge, skills and attitudes about labor(technology), and it also emphasizes starting from the professional and ideological levels. Thirdly, the content system of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is “daily life labor”, “productive labor” and “service labor” based on Marx's labor theory of value. Fourth, the teaching and learning methods of Practical Arts (Technology and Home economics) Curriculum of Elementary and Middle School in China are based on experience activities called “Lao Dong Zhou” and labor projects. Fifthly, the evaluation of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China takes into account the development level of learners, and is carried out in grades (groups) around the core literacy of subject.

EmpoderaData – from the Spanish word empoderar ‘to empower’ – is a partnership research project between the University of Manchester (UK), Fundação Getulio Vargas (Brazil), Universidad del Rosario (Colombia) and Data-Pop Alliance (US and France). The project builds upon a successful data-driven, research-led paid internship programme in the UK (Q-Step) which enables undergraduate social science students to practise data skills through immersion in the workplace. Two-hundred and fifty students have benefited from the Q-Step programme in six years, many graduating into analytical careers in civic society and industry. EmpoderaData aims to build on this experiential learning initiative by developing a data fellowship programme in order to foster and develop data literacy skills in Latin America, led by the need to address society’s most pressing issues and using the framework of the Sustainable Development Goals (SDGs). EmpoderaData Phase 1 explored whether the internship model would have relevance and usefulness within the context of three Latin American case study countries (Brazil, Colombia and Mexico). The team set out to establish a baseline of the state of data literacy and existing training programs in Brazil, Colombia and Mexico. As part of a ‘Big Data for the Common Good’ event, a workshop was held in São Paulo with thirty participants representing data literacy advocacy or policy formation and drawn from civil society, academia, the private and public sector. The main conclusions from this first phase are: (1) the most requested data literacy training need is for basic skills, including introductory statistics, foundation data analysis and methodological skills; (2) paid data fellowship models are acknowledged as a useful intervention; and (3) the notion of a ‘hybrid’ professional to build data literacy capacities for ‘social science’ purposes provides a practical way forward. In the EmpoderaData Phase 2 project our focus was on Colombia to explore the challenges and opportunities of developing a pilot data fellowship model there. Engaging with national, regional and international capacity development efforts, this highlighted a demand for partnerships between universities and organisations working on the social challenges represented by the SDGs. Partnerships ensure that the in-country data literacy pipeline is strengthened in a home-grown, self-sustaining way, producing a steady flow of data literate graduates into the institutions and sectors where critical data skills are most needed. We report on how the EmpoderaData project is exploring working with students studying Science, Technology, Engineering and Mathematics (STEM) degrees at the Universidad del Rosario, to improve the application of statistical methods to the social sciences. The aim is to strengthen STEM skills and develop youth empowerment across Colombia, urban and rural areas, to improve the quality of statistical education at the national level, and support the skills needed to deliver the SDGs. In parallel, the Fundação Getulio Vargas (FGV) Business School in São Paulo agreed to trial the work-placement programme in their undergraduate business and public policy degrees through a programme entitled ‘The FGV Q-Step Center to improve quantitative skills in undergraduate business students’. This two-year-long funded study will enable us to explore the transferability of the internship model from the UK to Brazil. The paper will discuss how the programme was established (following the lessons learned from EmpoderaData), explain how this model will be implemented in FGV, especially paying attention to how the curriculum will develop to support it, and how the impact of the programme will be monitored. The knowledge exchange generated from this study will complement the research conducted through the EmpoderaData project. The paper will cover the progress of the EmpoderaData project and FGV-Q-Step Center to date and explore how we are developing these initiatives, the challenges we have faced, and how through partnership working we are developing capacity building in statistical and data skills training.

America's early education sector remains so radically decentralized—a far flung archipelago of pre-schools, family child-care homes, and subsidized individuals providing services-that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children's school readiness. Working from a social ecology framework, this study aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zip-code level to report on features of the early education workforce nationwide. Teachers and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affluent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability.

I present the cases of 5 students from diverse backgrounds and conclude that home and school are more connected for some students than for others. Home and school were tightly connected for middle-class European-American students who read at home and school, shared their writing with the class, and brought items from home to show peers. In contrast, students from non-mainstream backgrounds participated in home literacy activities that did not match school experiences. These students were more reticent in the classroom, did not share items from home, and experienced home and school as separate. In the analysis, books, tasks, and participation structures contributed to some students making stronger connections than others. Teachers having more information about some students than others; their own middle-class European-American backgrounds and the need to treat all students “equally”; and their assumptions that students could make the connections between home and school on their own contributed to the curriculum being more congruent with middle-class, home literacy experiences than working-class experiences. Although I suggest that learning about students' cultures and backgrounds is essential, I delineate some of the challenges that accompany learning about students.

The purpose of this study was to explore the trends and core keywords of the secondary school home economics teacher selection test using content analysis and text network analysis. The sample comprised texts of the secondary school home economics teacher 1st selection test for the 2017-2022 school years. Determination of frequency of occurrence, generation of word clouds, centrality analysis, and topic modeling were performed using NetMiner 4.4. The key results were as follows. First, content analysis revealed that the number of questions and scores for each subject (field) has remained constant since 2020, unlike before 2020. In terms of subjects, most questions focused on ‘theory of home economics education’, and among the evaluation content elements, the highest percentage of questions asked was for ‘home economics teaching·learning methods and practice’. Second, the network of the secondary school home economics teacher selection test covering the 2017-2022 school years has an extremely weak density. For the 2017- 2019 school years, ‘learning’, ‘evaluation’, ‘instruction’, and ‘method’ appeared as important keywords, and 7 topics were extracted. For the 2020-2022 school years, ‘evaluation’, ‘class’, ‘learning’, ‘cycle’, and ‘model’ were influential keywords, and five topics were extracted. This study is meaningful in that it attempted a new research method combining content analysis and text network analysis and prepared basic data for the revision of the evaluation area and evaluation content elements of the secondary school home economics teacher selection test.